Curriculum Development

Describe the mechanism used in the design and development of the curriculum? Give details
on the process. (Need Assessment, Feedback, etc.,)

The following steps are taken for developing and upgrading the curriculum.
• A meeting is convened by the principal and the agenda is discussed in the presence of all the
Heads of Departments.
• The members of the department collect feedbacks from employers, industry, academicians,
alumni, students and the faculty members, and then they prepare the curriculum and syllabus.
• Board of Studies (BOS) of each department will prepare curriculum & syllabi based on the
feedback received from the stakeholders.
• The proposed curriculum with syllabi is then sent to Standing Committee which analyses it and
forwards it to Academic council for approval.
• The Academic council then makes a thorough study and approves with modification if necessary.
• A comprehensive document stating the framework of the curriculum with syllabi is released and
implemented.
• These steps are followed with constitution as per Autonomous College guidelines.
• In addition to that, a comparative study of the framed syllabus is made with that of the other
reputed National and International institutions.
• Industrial requirements, environmental issues, alumni feedback are also taken into consideration.
• Eminent persons from the respective field of study are invited for Conferences, Seminars, Faculty
development programmes, Guest Lectures, Presentations and Discussions.

Their suggestions and recommendations regarding the syllabus

are taken into account.

The following flowchart represents the pictorial representation of the

design and development of the curriculum.
Teaching Learning Process

1. The institution conducts an orientation programme for fresher’s one or two weeks prior to
the regular classes to deal with the curriculum of the programme, Computer Literacy,
Communication skills development, Yoga and Personality development programmes.

2. Students are introduced to each other through an ice breaking session which is followed in
campus tour. They are taken as in groups to show the library resources, department
labs/workshops, sports ground, Gym facilities and it enables them to know about their
college thoroughly.

3. In addition to this, each department conducts its orientation programme for their students
to know about the milestones of their department. Evaluation criteria, credits and eligibility
for getting the degree would be elucidated by respective Heads of the Department.

4. The college has a mechanism through which the different necessities of student population
are scrutinized soon after their admission. The class advisor will categorize and estimate
the requirements of the students based on the medium of languages and subjects studied in
the school level. Normal requirements are enhancing the subjects like English for Tamil
medium students, Fundamentals of Computer Science for Biology students and Physics,
Chemistry and Computer Science for Vocational students. At the entry level the
departments conduct bridge courses on Physics, Chemistry, Computer Science and English
based on the students requirements and understanding and learning level of students to
uplift their basic knowledge. In addition bridge courses are conducted for Lateral Entry
students based on the students’ requirements.

5. Bridge courses are designed to seal the breaks in their existing knowledge and pave
technique for conceptual learning. For weaker or poor performers remedial coaching is
provided. These courses are conducted after regular class hours and during holidays. In
addition to this counseling through mentors and professional counselors are provided for
slow learners to concentrate on the unique necessities. In addition to the curriculum, college
provides Add-on courses to improve the employability skills. Career Development Skills
(CDS) as a one credit course for the entire department from first semester to fifth semester
and it covers aptitude, personality development and communication skills for the today’s
competitive corporate environment. Workshops, Seminars, Technical events are conducted
through professional chapters, department association and various clubs.

6. College has an updated mechanism to scrutinize the academic growth of deprived divisions
of society and deal with their requests consequently. Every semester Result analysis
meeting is conducted to analyze the overall academic performances of the college and the
performance of students from various backgrounds. This study helps to identify the slow
learners and to fulfill their additional requirements of students from various backgrounds.
This analysis helps to improve the pass percentage. In addition, the class advisor (mentor)
regularly monitors the student’s performance and examines their academic growth. The
following approaches are in practice to address the unique needs of the students.
• Tutorial classes are conducted for all challenging subjects. Remedial coaching is
provided to meet the learning gap of slow learners.
• Every year Parent-Teacher interaction is conducted to understand the need of students.
 A healthy rapport is built between the parents and the teachers to monitor the academic
progress of the students together.
• Departments have continuous contact with parents of slow learners in order to maintain
effective support system to enable student’s success. Parents are encouraged to
approach the department for clarifications at any time.
• Counseling, motivation and mentoring sessions are conducted to help the students to
overcome their psychological problems and achieve their goals successfully.

7. Advanced learners are identified by the subject faculties and class advisor based on:
• Their performance in the internal assessment tests and End-Semester Examination.
• Student interaction in the classes.
• Active participation and involvement in the classrooms, academic clubs, seminars, etc.,
• Students’ profile.
The Institution responds in different ways to the needs of advanced learners.

The Advanced Learners are provided special training to prepare for appearing in GATE and
other competitive examination for higher studies.
• Students are encouraged to learn additional courses on NPTEL, BEC and other online
courses.
• Highly developed reading lists are offered to broaden their scope.
• They are encouraged to present papers, write research articles and presenting their
contribution for their preparation department magazine.
• They are encouraged to attend seminars and workshops conducted by other institutes and
present papers on various topics.
• We promote students to take up projects and internships in multinational companies and
reputed research centers.
• Peer teaching and group presentations are enriched by the teachers.
• They are generally made the class representatives to bring out their leadership qualities.
• The best student award is given in each discipline every year in annual day celebrations.
• Merit scholarships are given for top three rank holders.

2.3.1 How does the College plan and organize the teaching, learning and evaluation
schedules? (Academic calendar, teaching plan and evaluation blue print, etc.)
The institution has a meticulously organized and clearly planned teaching, learning and evaluation
schedule, well integrated into the totalinstitutional scheme. At the end of each academic year, the
management holds consultations with the faculty and the examination section to plan the calendar
for the forthcoming academic year. Timetable is prepared and it is displayed
on the notice board. Dates are preplanned for the commencement and last date of the courses, the
continuous assessment tests, end semester examinations and college tests. Committees are formed
to monitor the teaching learning process. The academic calendar is printed and it is distributed to
all the students and faculty at the beginning of the academic year. Each department has a well
defined semester planner, monthly planner and lesson plan to make sure smooth execution of
academic activities. The flow chart is given below,

TEACHING-LEARNING PROCESS

Does the College provide course outlines and course schedules prior to the commencement
of the academic session
Yes. The course outlines and the course schedules are prepared well in advance. Each faculty
prepares lesson plan, demonstrating the time frame along with methodologies/ references/ teaching
aids used. The course outlines are given to the students by the teacher in the introductory classes.
Curriculum and syllabi of the programme is given to the individual students and it contains course
objectives and outcomes in addition to the detailed syllabus.

What are the courses, which predominantly follow the lecture method? Apart from
classroom interactions, what are the other methods of learning experiences provided to
students?
 Most of the courses predominantly follow the lecture method. Faculty members of the college
adopt various teaching methods in addition to lecture method. The extent of the lecture method
varies from course to course. However there has been a paradigm shift in teaching from purely
chalk and talk methods to adopt a judicious mix of lecture method and ICT backed teaching.
Lecture methods too are made more participatory with student seminars, focused group
discussions, problem solving sessions, debates, books, reviews, role play, case study, quiz and oral
presentations by the students.

Other Methods of Learning

The college has been extensively using advanced learning methods but not in total exclusion of
lecture method, realizing the critical importance of human contact in the lecture method which
provides a nurturing environment for effective learning. In addition to classroom interactions,
following are the other methods of learning provided to the students:

• Seminars/workshops/guest lectures
• Presentations
• Assignments
• Project work
• Internship
• Field work
• Industrial visit
• NPTEL utilization
• Use of audio-visual aids
• Student editorials
• Exhibitions and various club activities

 Use of e-resources

• Peer learning
• Case analysis
How ‘learning’ is made more student-centric? Give a list of participatory learning activities
adopted by the faculty that contribute to holistic development and improved student
learning, besides facilitating life-long learning and knowledge management.

Student centred methods are an integral part of the pedagogy adopted by the faculty. The institution
has made a conscious effort to shift from the traditional teacher–centric approach to a student-
centric one. Experimental learning, participative learning, and problem solving methodologies are
used for enhancing learning experiences. The teacher’s role is that of a facilitator who supports
self development of knowledge, holistic development and skill formation through participatory
learning activities such as:

• Internship/Project Work, Mini-projects, Technical Symposium, Seminars, Workshops and paper

presentations etc.,
• Group Discussion and seminars, Peer teaching, Tutorials, Modelling, organizing exhibitions,
Intercollegiate and interdepartmental competitions, Interactive guest lectures, Brainstorming, Role
play and industrial visits etc.,
• Free access to the internet and e-journals make them self-reliant and self-regulating learners.
• Moodle and other learning management systems.
• Conference halls equipped with IT infrastructure for webinars and video conferencing.

2.3.5 What is the College policy on inviting experts / people of eminence to provide lectures /
seminars for students?
The college gives autonomy to all the departments for conducting seminars/lectures for students
and invites experts based on their knowledge in the related field of specialization from reputed
institutes/ industries. Each department in consultation with the head of the institution rewarded the
resource person with a suitable honorarium and good hospitality.

What are the latest technologies and facilities used by the faculty for effective teaching? Ex:
Virtual laboratories, e-learning, open educational resources, mobile education, etc.

• English Language Lab is equipped with DVD players, computers and interactive CDs that are
used for the screening of documentaries and information visuals set up with an aim of
equipping the learners of English with a good command of the language for communication
purposes. Hi-quality original software are used for teaching, practicing and testing of English
language skills.

• All departments are furnished with modern multimedia teaching aids like, overhead projectors,
LCD projectors, audiovisuals, and Internet-enabled computer systems.
• Resources from NPTEL and other resources are made available to the faculty.
• Audio visuals of conventional resources like seminars, workshops, invited talks; digital
databases, Educational CDs, back volumes and e-journals are offered to empower the faculty.
• e-learning method helps to improve the learning level of the students and a common framework
is involved in furnishing the e-content.